Role breadth self-efficacy captures how professionals feel about their ability to undertake expanded occupational roles. For physical education teacher education (PETE) faculty, integrating Comprehensive School Physical Activity Program (CSPAP) learning experiences into PETE is beyond traditional requirements that follow national and/or state accreditation standards. Although some programs integrate CSPAP, little is known about PETE faculty's perspectives on integrating CSPAP. The study aimed to explore PETE faculty's experiences learning and teaching about CSPAPs. Individual, semi-structured interviews (M = 39.82 min, r = 21-66 min) with PETE faculty (N = 21) were conducted and analyzed. The four themes were as follows: (a) inspired, (b) encouragement, (c) CSPAP champions, and (d) barriers. PETE faculty have greater self-efficacy to be CSPAP champions when inspired and encouraged by peers in PETE, K-12 teachers, through research, and professional development. To effectively integrate CSPAP training into PETE, experiences within school placements and mentorship from experienced teachers are crucial. Incorporating CSPAP into the teacher certification standards could foster broader adoption.

A comprehensive school physical activity program (CSPAP) is a multi-component framework used by schools to ensure students get at least 60 minutes of daily physical activity and maximize the practical application of physical education knowledge and skills. However, despite overwhelming evidence supporting student benefits of increased physical activity offerings during school, CSPAP implementation remains low. Research indicates that equipping preservice teachers with content knowledge and hands-on experiences in implementing a CSPAP can enhance their self-efficacy to be a physical activity leader (PAL) and increase their likelihood of implementing whole-of-school physical activity programs in the future. Recess is a crucial component of an active school environment and aligns with the objectives of a CSPAP. This article aims to provide a resource for teacher educators to enhance preservice teachers' understanding of how to expand, extend, and enhance recess to support the goals of a CSPAP.

Children need to move their bodies. Movement of the body is also called physical activity. Physically active kids have healthier bodies and minds. When kids are physically active, it helps their bodies and minds feel good. Most kids do not meet national recommendations for physical activity. Schools are a great place to help kids move more. One way to do this is to provide opportunities for kids to be physically active in the classroom. When kids are physically active in the classroom, this is called movement integration. When kids sit for too long, they might feel sad and lonely, but when teachers use movement integration kids feel happier and ready to learn. In this article, we will talk about why movement integration is important and how it can help kids do better in school.

Purpose : Classroom-based physical activity (PA) provides students the opportunity to achieve PA recommendations. However, limited research has examined grassroots efforts for classroom-based PA. The purpose of this study was to share the story of a grassroots initiative to increase PA during school, titled the 150 Project . Methods : Narrative inquiry was used to draw on participants shared experiences to bring the story into existence. Individual interviews were conducted ( n = 4, project developers; n = 9, elementary classroom teachers). Interview data were coded to reveal connections and relationships between the participants’ stories to form a narrative. Results : The narrative is told by explaining (a) challenge (achieve PA recommendations), (b) action steps (project design), (c) outcomes (student, teacher, and school), and (d) moral of the story (need valid data and increased advocacy for during-school PA). Discussion/Conclusion : The 150 Project successfully trained classroom teachers to increase PA and advocate for PE, but the project is unsustainable without additional support systems.

Physical inactivity is a global challenge that necessitates early intervention during childhood. Schools are positioned to make a significant impact on children's current and future physical activity behavior, but numerous barriers hinder the implementation and sustainability of school-based physical activity opportunities. The purpose of this invited article is to provide an overview of the comprehensive school physical activity program (CSPAP) as a concept, framework, and promising approach to institutionalizing physical activity within the school environment. Despite the availability of numerous published reviews on the topic, a broad, up-to-date panorama of the CSPAP literature that encompasses and consolidates historical, conceptual, empirical, and practical perspectives is currently lacking. Contained within this article is an explanation of the public health context that undergirds the CSPAP concept, a historical perspective of the concept's origins and evolution, examples of CSPAP research, recommendations for advancing the knowledge base, and evidence-informed frameworks and principles for professional practice.

In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.

In the United States, less than half of adolescents meet national recommendations for daily physical activity (PA). Schools are an integral intervention point for achievement of national PA youth guidelines. To help schools achieve PA guidelines, multicomponent Comprehensive School Physical Activity Programs (CSPAP) were developed. Each CSPAP component works synergistically to help students achieve 60 min of PA per school day. Physical educators are expected to implement CSPAP components in their schools, but little is known about the preservice physical education teacher (PPET) perception of CSPAP training experiences in teacher education. The purpose of this research study was to understand PPET perceptions of implementing a component of CSPAP at the elementary and secondary level during a student teaching course. Undergraduate (n = 5) and graduate (n = 4) physical education majors enrolled in a semester of student teaching were recruited. Data collection encompassed individual semistructured interviews at three distinct phases (N = 25): (a) pre–student teaching, (b) between student teaching school placements, and (c) post–student teaching. Data coding first revealed codes, then categories, and eventually four themes emerged, each with its own subthemes: (a) preparedness, (b) perceived challenges, (c) implementation, and (d) moving forward. Findings indicate PPETs developed confidence, achieved personal growth and self-actualization, perceived career benefit, and gained a desire for implementing CSPAP in the future. Additionally, implementing CSPAP components during student teaching can increase confidence and desire to implement CSPAP in the future. Further research needs to explore if CSPAP experiences during preservice training influence in-service teachers’ CSPAP involvement.

The purpose of this study was to explore elementary-aged students' feelings, emotions and experiences with movement integration (MI) in the classroom. Focus group interviews (n = 6) with 3rd-grade students (N = 34; n = 19 female) and 140 draw-and-write prompts (n = 49 before MI, n = 48 during MI, and n = 43 after MI) were collected. Inductive thematic analysis of the interview transcripts and draw-and-write written responses and illustrations were used to determine patterns, codes, categories and eventual themes. The three overarching themes represented are characterised by student perspectives of MI participation: (a) pleasant affective experiences, (b) unpleasant affective experiences and (c) student wishes. Students enjoyed a variety of MI that included opportunities for socialisation and engagement in lower-intensity MI. In addition, students advocated for several MI activities throughout the school day and teacher engagement during MI to increase their self-efficacy. Furthermore, extended periods of sitting make students physically and emotionally uncomfortable, and socially disconnected from the class.

National physical activity guidelines recommend that school-age youths participate in fitness-related activities, such as: (a) aerobic, (b) anaerobic, and (c) mobility activities at least three days per week. Physical education provides students with the opportunity to develop competencies in fitness knowledge and skills. Fitness is an established learning outcome within the National Physical Education Standards and supports physical literacy development. However, a myriad of barriers exists for teaching fitness within physical education including limited learning time in physical education, limited equipment, and a lack of teacher knowledge and/or teaching behaviors, as well as misconceptions about fitness activities and appropriate progressions. This article presents a novel approach for the planning and implementation of fitness content using fitness buckets (movement, power, strength, and conditioning) and provides real-world examples of how to apply the principles within secondary physical education.

Purpose: The purpose of this study was to better understand Comprehensive School Physical Activity Program (CSPAP) curricular offerings related to physical activity leadership training competencies that occur within physical education teacher education programs across the United States. Methods: Physical education teacher education program stakeholders were emailed an online survey about physical activity leadership training competencies and CSPAP training in physical education teacher education. A total of 142 participants (28% response rate) completed the survey. Descriptive statistics were used, and open-ended questions were analyzed. Results: Participants reported training preservice physical education teachers in CSPAP components: quality physical education (84%), physical activity before/after school (61%), physical activity during school (78%), staff involvement (50%), and family and community engagement (64%). Reported physical activity leadership competency training for preservice physical education teachers included: physical activity content knowledge (99%), leadership competencies (93%), communication and promotion (38%), and collaboration competencies (78%). Discussion/Conclusion: Training classroom teachers and physical education teachers to promote, sustain, and implement CSPAPs is vital to CSPAP uptake in schools.

Purpose: The purpose of this study was to understand how a service-learning project implementation can help preservice physical education teachers develop physical activity (PA) leadership skills. Methods: A qualitative exploratory single case study was employed, and eight preservice physical education students enrolled in service-learning course were recruited. Data included pre/post self-assessment surveys, reflection journals, individual interviews, and final poster presentations, and were coded using service-learning as a lens. Trustworthiness was established using multiple strategies. Results: Three major themes emerged, each with their own subthemes. Theme 1 was Practical Experience, Theme 2 was Learning to be Leaders, and Theme 3 was Service-Learning. Discussion/Conclusion: The hands-on structure of a service-learning course allowed students to develop PA leadership skills and provided them with the skills and confidence needed to implement expanded PA programs in the future. Service-learning courses are a viable option for PA leadership training in teacher education programs.

Objectives: In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K-12 schools conduct FT, surveillance programmes that compile unified standardised test results are rare. Design: Qualitative design. Setting: Physical education teachers from 11 schools (n = 13; n = 4 men) participated in remote training about conducting FitnessGram FT. Methods: Data included two semi-structured interviews per teacher on experiences with distance fitness training, implementing FitnessGram, and data entry for annual surveillance. Results: Inductive analysis using axial and open coding identified four themes: (1) barriers prior to study, (2) study training, (3) implementation challenges and suggestions and (4) teacher feedback. Teachers had an interest in FT but lacked the recommended training and equipment needed to implement it annually. Conclusion: Teachers believed the training they received (as part of this study) prepared them to collect reliable and valid data, and that FT had benefits for their students and programmes. Every teacher expressed interest in reporting annual surveillance data. Efforts to train teachers for FT through virtual professional development may be a viable means of establishing a unified surveillance system.

Public school is viewed as an optimal setting to enhance a student's personal and social behaviors. Specifically, the school setting has potential to provide a positive influential environment to develop character (i.e., moral values), such as demonstrating respect, responsibility, honesty and integrity. Even though schools provide the framework to reinforce moral values, students at every level of education (i.e., elementary, middle school, high school) are demonstrating signs of moral decline. Quality integration of moral value structures within the school classroom can be accomplished while addressing standards-based curricular goals. Research interventions on the integration of moral value structures in schools, and specifically physical education, suggest improvements in student moral behavior inside and outside of school settings. Within physical education, moral issues naturally arise. Additionally, one of the major goals of physical education is to address the affective learning domain. The affective domain includes many facets of moral development including, but not limited to, demonstrating integrity, honesty, cooperation and respect. However, research suggests that unless moral development strategies are intentionally addressed, students' moral maturation process will not likely occur. Thus, the purpose of this article is to inspire K-12 physical education teachers to integrate moral development strategies into their classrooms. Included are strategies to help physical education teachers be moral mentors for their students and develop a moral community in the gymnasium.

Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.

Abstract The social and emotional climate and the physical environment components of the Whole School, Whole Community, Whole Child (WSCC) model contribute to promoting a safe and nurturing learning environment in PK–12 schools. In this article, the authors review research on the social and emotional climate and the physical environment over the past decade. Recommendations for health and physical education (HPE) teachers to lead, promote, implement, and sustain these components in schools, as well as practical examples are provided. Strategies for HPE Teacher Education programs that prepare preservice teachers to lead and promote these components in schools are also presented.

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers' role breadth self-efficacy (RBSE) as a measure of PE teachers' CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers' CSPAP-related confidence.